Shaping executive function in pre-school: The role of early educational practice

Abstract

Recent approaches to the development of Executive Function (EF) claim that it is trainable. Purpose-designed programs have proved successful in training EF skills in young children. If the EF is permeable to training from an early age, then the type of educational practice in the first years may as well have an effect. Despite the important implications of this thesis, there is limited evidence of the role of early educational practice in shaping the EF. Previous studies suggest that children in Montessori schools, which promote autonomy and self-regulation, often perform better on EF tasks than children in conventional schools. Evidence to date, however, is not unequivocal across the studies due to a number of factors, including the heterogeneity of the tasks used to assess EF and/or possible baseline differences in the groups that are compared. Here we compare the EF skills of fifty-eight, 4- to 6-year-olds of a similar socio-economic background who had been attending either a Montessori preschool or a conventional preschool for the same period of time. Their performance was assessed with different tasks involving a range of EF processes, such as working memory, cognitive flexibility, inhibitory control, and self-regulation. Results show an advantage of Montessori preschoolers in all EF tasks. More broadly, findings suggest that even when EF skills are not purposely trained, they can be enhanced by specific educational practices.